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Design/Approach/Methods: A questionnaire was administered to primary, junior high, and senior high students in Eastern China, using principal component analysis, paired t-tests, and one-way ANOVA with Brown–Forsythe testing. Findings: Seven value elements were identified—culture, memorization, technology, objectism, practice, understanding, and control. Junior high emerged as a critical change period.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-mathematics-learning-attributes-valued-by-students-in-eastern-china/601195/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-mathematics-learning-attributes-valued-by-students-in-eastern-china/601195.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose?","Question",{"text":112,"@type":113},"To explain how students’ mathematics values form and change, especially across different learning stages, and how this relates to mathematics learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the data collected and analyzed?",{"text":117,"@type":113},"A questionnaire surveyed primary, junior high, and senior high students in Eastern China. Principal component analysis identified value structure, while paired t-tests and one-way ANOVA with Brown–Forsythe testing compared rankings across groups.",{"name":119,"@type":110,"acceptedAnswer":120},"What value elements did the study identify?",{"text":121,"@type":113},"Students’ mathematics learning values consist of seven elements: culture, memorization, technology, objectism, practice, understanding, and control.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601195,1792171515,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","The Mathematics Learning Attributes Valued by Students in Eastern China  \nHengjun Tang (唐恒钧)  \nZhejiang Normal University  \nWee Tiong Seah (佘伟忠)  \nThe University of Melbourne  \nQiaoping Zhang (张侨平)  \nThe Education University of Hong Kong  \nWeizhong Zhang (张维忠)  \nZhejiang Normal University  \nECNU Review of Education 2021, Vol. 4(2) 261–284 ª The Author(s) 2021 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531120930240](DOI: 10.1177/2096531120930240)[ ](DOI: 10.1177/2096531120930240)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: Given that prior research has confirmed that students’ mathematics values significantly affect their mathematics learning, understanding how students’ values form and change, especially during different learning stages, is an important topic.  \nDesign/Approach/Methods: This study administered a questionnaire to investigate the values of primary, junior high, and senior high school students in Eastern China. A principal component analysis was conducted to investigate the factor structure of the students’ learning values. Then, paired sample t-tests were used to examine the differences in the two continuous categories ranking of each group, and a one-way analysis of variance with a Brown–Forsythe test was used to test the differences in the ranking of each dimension by the different grade-level groups. Findings: We found that students’ mathematics learning values consist of seven elements: culture, memorization, technology, objectism, practice, understanding, and control. Students placed  \nCorresponding author:  \nHengjun Tang, College of Teacher Education, Zhejiang Normal University, Jinhua, Zhejiang 321004, China.  \nEmail: [thjnb@zjnu.cn](thjnb@zjnu.cn)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \ndifferent degrees of importance on these seven elements at different learning stages. Additionally, we found that junior high school is a critical period of change in students’ values.  \nOriginality/Value: These findings will be invaluable to teachers and educators as they reflect on their teaching approaches. Moreover, the findings that students’ values undergo changes in the course of their schooling are important information for educators seeking to foster students’learning.  \nKeywords  \nEastern Chinese learners, mathematics learning, values  \nDate received: 20 December 2019; accepted: 7 May 2020  \nIntroduction  \nThe values that students give to various elements of mathematics learning experiences affect the effectiveness of mathematics teaching and the reform of mathematics education (Seah & Wong, 2012) . Penk and Schipolowski (2015) found that students’ mathematics values were more accurate than success expectancy in predicting effort, and that value and effort together explained over a quarter of the variance in mathematics scores. That is, students’ judgment of “what is important in mathematics learning” played an important role in regulating their learning activities. Mathematics teaching is a cultural interaction activity in which values guide teachers ’ judgments and decisions, further influencing the learning. Hill et al. (2019) argued that when values were acknowledged in the mathematics classroom, relationships were strengthened, students ’ cultural identities were affirmed, students became more engaged, and, ultimately, mathematics learning was enhanced. ","cbCaivSWsMF0J0mi","https://ap.wps.com/l/cbCaivSWsMF0J0mi","pdf",501575,24,"English","# Abstract\n# Introduction\n## Values in mathematics education","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"To explain how students’ mathematics values form and change, especially across different learning stages, and how this relates to mathematics learning.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"A questionnaire surveyed primary, junior high, and senior high students in Eastern China. Principal component analysis identified value structure, while paired t-tests and one-way ANOVA with Brown–Forsythe testing compared rankings across groups.\"},{\"question\":\"What value elements did the study identify?\",\"answer\":\"Students’ mathematics learning values consist of seven elements: culture, memorization, technology, objectism, practice, understanding, and control.\"}]","The Mathematics Learning Attributes Valued by Students in Eastern China | PDF",1792092157]